Comparison of the 5 selected Instructional Design (ID) models
Comparison of 5 selected Instructional design models. The first three system models are suitable for the curriculum design (large scale): Dick, Carey and
Carey (2003), 4C-ID model, Romiszowski. Two additional ID models are the ARCS and ASSURE models which fit to the needs of the 21st century teaching
but have a low scale application (series of lessons). The purpose of this comparison is to look for the optimal ID model or a combination of models to
redevelop the English curriculum of the Maritime officers at the Maritime and Logistics College De Ruyter, Scalda.
Model
Comparison of the selected ID models
It is a System model. Suitable for large scale development such as curriculums, courses, learning plans. The IDD model
DCC
Essence
consists out of 9 procedural steps. “The instructor, learners, materials, instructional activities, delivery system, and learning
and performance environments interact with each other to bring to the desired learning outcome.” (Dick, Carey & Carey, 2009,
p.1). It is an entire system with a focus on interrelation between all components. A system is performance-oriented where all
component contribute to the defined goal. (Dick, Carey & Carey, 2009, p.1). The IDD concentrates on the knowledge, skills
and attitudes which have to be taught and supplies the appropriate learning environments for learning to produce the best
outcome. Lines represent formative evaluation of the instructional steps. The sequential steps are following: a) identify
Instructional goals; b) conduct instructional design; c) Analyse learners and context; d) write performance objectives; e)
develop assessment instruments; f) develop instructional strategy; g) develop and select instructional materials; h) design and
conduct formative evaluation of instruction; i) revise instruction; j) design and conduct summative evaluation (not mandatory).
Learning
theory
Mainly based on cognitivism. Consructivism is present an many issues. Learning in the constructivist view is entwined with
personal experiences, a primary role of a teacher is creating appropriate learning environment. Elements of behaviorist,
cognitivist and constructivist views. Authors named the learning theory of the DCC “essentially neutral.” (Dick, Carey & Carey,
2009, p.4). According to Dick, Carey and Carey, instructional designers may translate their own views of learning theory into
pedagogical practices based on their own decisions about goals and learning environments.
Concept
The DCC model is a process model which is used to design instruction. The concept based on obtaining the overall
information (per step) to have a view on a whole process of design.
Strong
points
Weak
points
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Goal-oriented. A focus is placed on goals and objectives before committing development.
Interdependence of the components in the process. All components of the model work together towards a goal.
Assessment of the starting level of the learners.
There is an extensive front-end analysis which include identifying the goal, performance and needs analysis.
All skills, knowledge and attitude are thoughtfully taught.
Environment of learners is considered. (constructivist approach)
Many elements of reflection and feedback. Self-regulation. (constructivist approach)
Analysis of the instructional options that are available (learning activities) to support achievement of the objectives.
Choosing learning method that is relevant to the learner’s context.
The process leads to the result, better learning outcomes.
A focus on formative evaluation which lead to constant improvements of the curriculum.
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Time consuming. Cost time to complete each stage.
More cognitive than constructive approach.
There is no space for situational learning.
The designer is responsible for the development, a small attention to the responsibility of students.
4C-ID
Essence
It is a system model to develop complex professional skills.
The model consists out four components:
1. Learning tasks;
2. Supporting information;
3. Just-in-time information;
4. Part-task practice.
The four components are shown in the illustration below.
First phase is developing a learning situation. This situation is a combination of learning tasks. The tasks are ordered
sequentially according to the tasks difficulty. In order to gain new knowledge and skills students have to solve complex
problems and complete procedures that matches authentic set of tasks. The tasks are practiced and performed in real or
simulated environments. The level of the coaching and support will decrease as the learner progresses in performance. Task
complexity will increase within each lever as the learner develops needed skills. Each level becomes more complex and
contains additional supportive information. Increasingly complex learning environment is supported by the just-in-time
information. Finally, learners own complex skill-set to function in a professional situation. Every step is evaluated.
Learning
theory
Concept
Strong
points
Weak
points
Romiszowski
Essence
The 4C-ID model (Merrienboer) is based on cognitive and constructive approach.
 Constructive approach: the authentic tasks are given in real or simulated situations in a specific context. Students
have to experience the realistic aspects of the situation.
 Cognitive approach: building up the difficulty of the tasks from simple to complex sequences.
The 4C-ID model is based on two theories: Cognitive load theory and Self-determination theory.
 The 4C-ID model integrates the Cognitive Load Theory which was introduced by Sweller. (as cited in Valcke, 2010, p.
162). According to this theory, people have limitations of the working memory. To avoid the cognitive overload, tasks
are introduced from the low-order level to the high-order level.
 Self-Determination theory which stimulates intrinsic motivation is also clearly present in the 4C-ID. Valcke (2010,
p.606) names three needs to intrinsic stimulate motivation: competence, social relatedness and autonomy.
The strong points of the model are:
 Suits to the different types of education. (MBO, HBO).
 Horizontal and vertical integration of the curriculum.
 Designed for complex learning but takes the memory load off the learner’s mind by applying cognitive learning theory.
 Integration of the practical tasks in real situations.
 Evokes intrinsic motivation of students.
 Considering the needs for autonomy and social relationship of students.
 Meaningful tasks.
 Foreknowledge is activated.
Weak points of the 4C-ID model:
 In order to use this model students have to work intensively in a real environment. For the practice-based lessons in
the engine room or on the bridge this models is effective. General subject lessons (Dutch, English, Mathematics) are
scheduled in a classroom. To schedule English lessons in a practice-based environment (on the bridge/engine room)
is inefficient and involves extra costs: groups have to be divided, safety aspect in the technical practice-based
environment has to be considered.
 It is advised to give tasks in a professional field. This model can be implemented during the apprenticeship tasks, but
not for the whole curriculum of the general subjects.
 Learning situations are predetermined.
It is a system model, lesson-oriented. In Romiszowski taxonomy a distinction is made between knowledge and skills.
Knowledge is divided into facts, procedures, concepts and principles. The first two phases focus on memorization, while the
last two phases focus on understanding and insights. (Veltman van Vugt (2007, p. 1).
Skills are developed by means of experiences and exercisers. Romiszowski distinguishes 4 skill’s areas: 1) cognitive skills
(logical thinking, problem-solving); 2) reactive skills (reactions on people and situations); 3) interactive skills (interpersonal
skills, communication, collaboration); 4) psychometrical skills (performance of actions). (Veltman van Vugt (2007, p. 1).
The Romiszowski model is based on four levels of analysis. Each level has different goals: end goals, sub-objectives,
operational goals and development of activities. Each level provides a suitable instruction (development plan).
This model can be used in different contexts. Scale of model application is large and varies from the curriculum till the lesson
plans development. The model offers a structured lesson plan framework with three procedural phases: start activities,
instructional activities and the close-up activities. 3 phases consist out of 9 detailed steps. Logistics aspects are considered.
(materials, hands-out etc.) (Valcke, 2010, p.382).
Learning
theory
Concept
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points
Weak
points
ARCS
Cognitive with elements of constructivism.
According to Veltman van Vugt (2007, p. 1), the model of Romiszowski offers a tool to systemize and to build up a content of
the consistent and interconnected course or lesson plan. Romiszowski have clear division between knowledge (stored in your
brains) and skills (application of knowledge).
 Clear instructions for a starting instructional designer;
 Systematic, consistent and interconnected;
 Clear lesson plan format;
 Flexible within the given framework. Depending on goals, learning context, target group etc, some steps can be
skipped.
 Attention to different level of knowledge and skills.
 Lesson-oriented. Implementation of the 21st century teaching requires more flexibility and innovativeness.
 Traditional lesson plan framework.
Education research leaders such as Dumont et al. (2010), Hattie (2009), Martens and Boekaerts (2007), Marzano (2009) do
not question the importance of motivation in learning. Motivation is defined as one of the 21st century skills necessary for
students to work in today’s global and competitive environment (Lai & Viering, 2012).
Keller (1987) developed the ARCS model to stimulate extrinsic and intrinsic motivations. According to Keller, motivation to
learn has relation to four ellements: 1)attention; 2) relevance; 3) confidence; 4) satisfaction.
Concept
Strong
points
Weak
points
Social-constructivism. Fits to the trends of the modern ID and 21st century skills. In combination with the complex System ID
model may form a hybrid form of the Super System ID model suitable for the needs of the 21st century teaching and learning.
Motivational Design was developed by Keller while he was researching ways to support the learning process with
motivation. The model is based on Tolman’s and Lewin’s expectancy-value theory. This theory focuses on
meaningfulness (value in the knowledge) and optimistic expectations (self-efficacy). (Poulsen, Lam, Cisneros & Trust,
2008).
 Focus on the intrinsic and extrinsic motivations of students;
 Gives possibility to teach 21st century skills, soft skills, intercultural skills, creativity etc.
 Focus on motivational activities to stimulate intrinsic motivation;
 Builds self-efficacy; Deep learning; life-learning;
 Future-oriented; Self-regulation; feedback;
 Can be a supportive ID to incorporate in lesson plans, courses, workshops.
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Focus only on increase of motivation but insufficient attention is given to the instructional design.
Can be used as a supportive addition to the complex system model. This model is not suitable to develop complex
curriculums or year lesson plans.
Audience is not clearly defined;
Requires creativity, (situational learning), good understanding of your students; Continuous change of the content;
Difficult to evaluate.
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ASSURE
Essence
Focus is not on how people can be motivated but on how conditions can be created.
It is a systematic approach to wright lesson plans. Identifies six major steps in an Instructional process.
SOURCE: http://www.personal.psu.edu/grl13/blogs/idws/assure4.jpg
1.
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4.
5.
Learning
theory
Concept
Analysis of the learner: audience, prior knowledge and skills; age, attitude, behaviour, learning style.
State objectives: identifying clear objectives, achievements; behavior, learning conditions, material.
Select media: must be relevant.
Utilize material: interesting, appropriate, motivating facilities.
Require learner performance: give feedback, activities, critical thinking, problem solving, constructive
communication.
6. Evaluate lesson, objectives, revision, corrections.
The ASSURE ID guide is using the constructivist approach with integration of the multimedia and technology to improve the
learning environment.
Learner centered. Prescriptive, procedural and declarative structure. Prescriptive: constructs environment which fits to the
needs of students.
Strong
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Weak
points
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Learner oriented focus;
Unique feature: teaching students with different learning styles;
Unique feature: Active participating of students
Reflection component of evaluation; Students are stimulated to interact with the environment.
Helpful to design online courses; ID model delivers technology-supported lessons.
Allows students to provide feedback;
Evokes students interest;
Tests students understanding;
Supportive for the complex System models.
Time-consuming to design a lessons, lesson plans.
Narrow purpose (incomplete design model). Does not incorporate a needs assessment.
Good for a single lesson